FieldⅡⅡJapanese Japanese Educational …e-archive.criced.tsukuba.ac.jp/data/doc/pdf/2006/11/Field...3 Reform Movements in Educational Administration (1) 4 Reform Movements in Educational

Shinji KUBOTAShinji KUBOTAShinji KUBOTA（（（JAPANESE EDUCATIONAL SYSTEM & PRACTICEJAPANESE EDUCATIONAL SYSTEM & PRACTICEJAPANESE EDUCATIONAL SYSTEM & PRACTICE PART 1PART 1PART 1）））

1 The System of Law2 Fundamental Law of Education3 Reform Movements in Educational Administration (1) 4 Reform Movements in Educational Administration (2)5 The Board of Education6 Ministry of Education, Culture, Sports, Science and Technology (MEXT)7 Guidance Administration by MEXT8 Educational Finance and Responsibility Structure9 Schools Covered by the School Education Law

10 Establishment and Management of Schools11 Criteria for School Facilities and Class Size12 Enrollment and Non-Attendance13 Self-Evaluation / Third Party Evaluations14 Disclosure of Educational Information15 School Councilor System16 Textbooks and Supplementary Materials 17 Disciplinary Action Against Children and Students18 Specially Supported Education System19 Students of the Permitted Enrollment System20 Education of Children in Isolated Areas21 Evening Lower Secondary School22 Lower Secondary Equivalency Examination

FieldFieldFieldⅡⅡⅡ Japanese Japanese Japanese Educational Administration & FinanceEducational Administration & FinanceEducational Administration & Finance

Center for Research on International Cooperation in Educational Center for Research on International Cooperation in Educational Center for Research on International Cooperation in Educational Development (CRICED)Development (CRICED)Development (CRICED)University of Tsukuba, JAPANUniversity of Tsukuba, JAPANUniversity of Tsukuba, JAPAN

URL. http://URL. http://URL. http://www.criced.tsukuba.ac.jp/keieiwww.criced.tsukuba.ac.jp/keieiwww.criced.tsukuba.ac.jp/keiei///

1（Ⅱ－１）

The System of Law

■Written Laws●National Law

Constitution/Law/Government Ordinance/Ministerial Ordinance

●Autonomous OrdinanceOrdinance/Regulations（Regulations of the Boards of Education/School Management Regulations）

■Unwritten Laws●Customary Law/Case Law/Construction

by Administration/Rational Law

2

Domestic

law

Written

Unwritten

National law

Autonomous

ordinance

Customary law, Case law

OrdinanceRegulations

Regulations of

the board of education

Constitution

Law

Government ordinance

Ministerial ordinance

Official Notice

Directives

Notice / Circular

TreatyInternational

law

（Ⅱ－２）

The System of Law

3（Ⅱ－３）

The System of Law

①School Enrollment Promotion Law ②School Enrollment Promotion Law for Handicapped Children ③the Law for the Promotion of Science Education ④the Law for the Promotion of Education in Isolated Areas ⑤the Law for the promotion of part-time education and co-respondents education of high-school ⑥Japan Scholarship Foundation Law

Educational Promotion

①School Law ②University Management Law ③Law Concerning the Provisional Measures on the Publication of Textbooks ④the law Concerning the Free Provision of Textbooks in Compulsory Education Schools ⑤Law concerning the Standard Number of Teacher in Public Compulsory Education ⑥Law Governing Provisional Measures for Securing Political Neutrality of Education in Compulsory Education Schools ⑦Upper Secondary Standard Law ⑧Law concerned with the establishment of national schools

School Education

Constitution / Fundamental Law of EducationFundamental

List of laws related to education

4（Ⅱ－４）

The System of Law

The compendium of educational laws

2005

5（Ⅱ－５）

Fundamental Law of Education

■ Article 1 Aim of Education■ Article 2 Educational Principle■ Article 3 Equal Opportunity of Education■ Article 4 Compulsory education■ Article 5 Co-education■ Article 6 School education■ Article 7 Social education■ Article 8 Political education■ Article 9 Religious education■Article 10 School Administration■Article 11 Additional Rule

6

■Fundamental principles and issues①The significance of regulations on educational objectives②The equal opportunity of education and prohibition

against discrimination in education→The interpretation of “according to their ability”

③Compulsory education→Nation’s obligation to have their children receive

secular education, and the country and autonomies’obligation for conditional maintenance

④Public nature of school education⑤Lifelong learning and social education⑥Neutrality of education (politically/ religiously)⑦The educational administration in the course of

maintenance and establishment of educational conditions

（Ⅱ－６）


7（Ⅱ－７）


Educational objectives

The open door education

According to children’s abilities

Compulsory education

Public nature of school education

Lifelong learning

Neutrality in education

Conditional maintenance of education

8Discussions on right to education

■Conditional preparation of education and theory of internal and external matters

■Discussion point of the IENAGA Court Case●Sugimoto Judgment and discussion on right to education of nationals●Takatsu Judgment and discussion on right to education of nation

■Points of the Achievement Examination Judgment by the Supreme Court (1976)

●Right to learn●Freedom of education of parents●Freedom of teaching of teachers●Approval of right of nation on determining educational contents

（Ⅱ－８）


9

●1948 Board of Education Law●1954 Revision of the Educational Personnel

Certification Law, and Promulgation of Law concerning ContinuedNeutrality of Education

●1956 Law concerning the Organization and Functions of Local Education Administration

●1971 Final Report of the Central Council for Education

●1987 Final report of the National Task Force for Educational Reform

●1999 Law concerned with the advancement ofregional devolution

（Ⅱ－９）

Reform Movements in Educational Administration (1)

10Comparison of educational administration before and after the war（Ⅱ－１０）

Legislation

Philosophy

Administration

Organization of Local Educational

Administration

Power of Ministry of Education

Supervision

Teachers’ Status

Before World War II After World War II

Principle of Legalism

Structure of FundamentalLaw of Education

Decentralization

Board of Education as the independent

organization

Advice by Ministry of Education

Teacher Consultant Supervisor System

Local Government Official

Principle of Rescript

Structure of Imperial Rescript on Education

Centralization

Educational Administration by Governor as the

National Organization

Supervision by Ministry of Education

Teachers as Special treatment

School Inspector System


11Comparison of the principle of board of education law and the law concerning the organization and functions of local educational administration

Board of Education Law

Boards’ publicly elected system (Principle of democratization)

The system of being appointed as a board by the head of the administrative

organization concerned(Political neutrality and securing its stability)

The legal equality within the Ministry of Education

(Principle of the regional devolution)

Reinforcement of upper institutions’ commission

(Reinforcement of the stateand regions)

The preservation of financial autonomy (Principle of autonomy)

Law concerning the Organization and Functions of Local Education Administration

Reinforcement of chieftain’s commission(Balance with the administration at large)

（Ⅱ－１１）


12

●1993 Society for the Study of Economic Reforms “Interim Report on Deregulation （Hiraiwa Report）” （fields of medical ・welfare、employment・labor、education to be

on one’s own responsibility as a principle and regulation of government to be minimum“Resolution on the Promotion of Decentralization” at both Upper and Lower House

●1994 Decision of the Cabinet on “Promotion of Future Deregulation”

●1995 Regulative standards for kindergarten establishmentthe Collective Decentralization Law

●1996 Federation of Employers‘ Associations “Promotion of Deregulation for Creative Human Development”Committee for the Promotion of Decentralization First Recommendation “Creation of the decentralized Society”

●1997 Establishment of Task Force on Decentralization at the Ministry of Home AffairsMinistry of Education notification “Flexibility of School Districts”Educational reform programApproval of 4 laws for educational reform

（Introduction of system of optional tenure for university teacher etc)

（Ⅱ－１２）


(1)

13

●1998 Partial amendment of School Education Law (Optional introduction of consistent secondary education)Central Council for Education Report “How Local Administration on Education Should Be”

●1999 Law concerned with the advancement of regional devolution

●2000 Amendment of enforcement regulations of the School Education Law (school councilor, appointment qualification of principal / vice – principal, position of teachers’ meeting)

●2001 Education reform plan for the 21st century（the Rainbow Plan）Approval of six laws related to educational reform

(public opening of board of educations’ meetings, appropriate correspondence to non-qualified teachers, skipping entrance to school)

（Ⅱ－１３）


(2)

14

■Relaxing the geographic restrictions on school districts of public elementary and lower secondary schools

■Completeness of home – visiting education at school for the blind, the deaf and the handicapped.

■Transparency of the Textbook Authorization System and Improvement of Textbook Adoption

■Deregulation of Admission Requirements to Universities and Graduate Universities.

■Treatment of graduation from university in attendance of less than four years and more than three years

（Ⅱ－１４）


(1)

15

■System of Credits – Accumulated by National Institute for Academic Degrees and University Evaluation

■Selective–tenure-term System for University Teachers

■Credit System for Out-of-school Activities at Upper Secondary Schools

■Expansion of the Evaluation System for Out-of-school Learning

Achievement without Schooling

（Ⅱ－１５）


(2)

16

The Education Reform Plan for the 21st CenturyThe 7 priority strategies

① Improve students ’basic scholastic proficiency‘ in easy to understand classes.

② Foster youths into becoming open and warm-hearted Japanese through participating in community services and various programs.

③ Improve learning environment so that they are enjoyable and free of worries.

④ Make schools that can be trusted by parents and communities.

⑤ Train teachers as real ‘professionals ’ of education.

⑥ Promote the establishment of universities of international standard.

⑦ Establish an educational philosophy suitable for the new century and improve the provision for education.

（Ⅱ－１６）


17February 2004（Ⅱ－１７）


18

■The Boards of Education are …●The administrative committees that are established

in prefectures and municipality

●Working the administration on education, academic research and culture

●Institutions which embraces the council system

■The Philosophy Guiding Establishment of Boards of Education●The layman’s control of educational administration

●Independence from the administration at large

●Decentralization

（Ⅱ－１８）

The Boards of Education

19Council system of executive organization（Ⅱ－１９）


Board of Education

Board of Education (business)

superintendent

Secretariat of board of education

chairman

For designated cities, there can be 6 people by ordinance. 3 people is acceptable for towns and villages

Appointment (agreed by assembly)

head

Appointed by members of board of education

Superintendent is selected from members of board of education by themselves so the superintendent also needs to work as a member

( )

20Relationship between the board of education and the school（Ⅱ－２０）

・Report on Budget, Personnel matters, etc.・Requirement for dispatching

teacher consultant・Reporting and Cooperation

for Survey, etc.

・Construction, management, administration of schools・Institution building・Treatment of textbooks and

education materials・Supervision of service

regulations of teachers

Boards of Education: Municipalities

Public elementary and lower secondary school(principal)


21Meeting of a board of education February 2004（Ⅱ－２１）


22

■Revised aspects enacted by MEXT through a law concerned with the advancement of regional devolution

１）The specification of administrative division

２）Deregulation

３）The delegation of commission to the lower administrative levels

（Ⅱ－２２）

Ministry of Education, Culture, Sports, Science and Technology (MEXT)

23（Ⅱ－２３）


Prefectural government, municipal government

Ministry of Education, Culture, Sports, Science and Technology

Internal Divisions

Minister

Vice Minister(2)

Administrative Vice-minister

Deputy Minister(2)

Organs under MEXT’sJurisdiction, etc. Special Institutions

Local Branch Officers

Commissioner for Cultural Affairs

Internal Divisions

Agency for Cultural Affairs

Parliamentary Secretary(2)

Local

State

Special Institutions

24Role of MEXT

Education Culture Sports

(Lifelong learning)

Promotion of international cultural

exchange

Healthy growth of youth

Prior investment to future

Science and Technology

（Ⅱ－２４）


25

■ The role of Ministry of Education, Culture, Sports, Science and Technology (MEXT)

●Establish a nationwide basic framework ofeducational system

●Set national standards

●Support improvements in local educational conditions

●Support measures for appropriate implementation of programs

（Ⅱ－２５）


26（Ⅱ－２６）


27

■Contents of guidance administration

●Interpretation of laws and transmission of Government institutions and policies to prefectures and municipalities;

●Interpretation and explanation of professional and technical items about contents and methods of education;

●Requests to secure correct educational administration and school management and administration, etc.

（Ⅱ－２７）

Guidance Administration by MEXTMEXT: Ministry of Education, Culture, Sports, Science and Technology

28The Relationship between MEXT (Ministry of Education, Culture, Sports, Science and Technology) and the boards of education（Ⅱ－２８）

Guidance Administration by MEXT

Appointment and dismissal

Fix number

Teachers whose salaries are given by prefectureSubmit documents

/ report

Minister of Education, Culture, Sports, Science and Technology

Prefectural Board of Education

Municipal Board of Education

Instruct / advise / counsel / plan / assist / subsidize / investigation

Technical advice / request for submission of materials, request or revision / set standard on office work / instruction / advise / assistance / investigation

Submit documents

/ report

Technical advice / request for submission of materials, request or revision / instruction / advise / assistance / investigationLaw on Organization and

Management of Local Educational Administration

Law concerning Local Authority

29The disposition of supervisors

The ratio of thedisposition

The averagenumber per a

disposed board ofeducation

The ratio of thedisposition

The averagenumber per a

disposed board ofeducation

Total 3,406 32.6% 4.1 71.3% 1.7

More than 500,000 27 100.0% 28.5 81.5% 4.4

More than 100,000, less than 500,000 228 99.0% 11.6 77.1% 2.4

More than 15,000, less than 100,000 1,010 63.1% 2.6 74.6% 1.7

Less than 15,000 1,964 15.5% 1.4 74.6% 1.6The regional affairs association whichdeals with all of education 1 100.0% 1.0 100.0% 1.0

Union of Education AdministrationⅠ 177 4.0% 3.3 9.6% 1.2

Co-established Board of Education 7 71.4% 3.0 100.0% 2.9

The wide area joint board of education 2

(cf.) Total number in 1999 3,418 31.5% 4.1 76.1 1.8

ClassificationsThe number of

boards of education

The boards of education disposingteacher consultant supervisors

The boards of education disposingsupervisors for Social Education and

sent Social Education supervisors

（Ⅱ－２９）

Guidance Administration by MEXTMEXT: Ministry of Education, Culture, Sports, Science and Technology

30（Ⅱ－３０）

Guidance Administration by MEXT

①

②

November 2004

MEXT: Ministry of Education, Culture, Sports, Science and Technology

③

31

■The change in responsibility for educational finance●From beneficiary charge to public responsibility●Public responsibility changes from principle of burden by

founder to national subsidies (national treasury payment)●National treasury payments changed from the system of

national subsidies to fiscal equalization principles

■The fiscal equalization law●The system of national subsidies as a vertical adjustment

system●The local tax-allocation system as a horizontal adjustment

system

（Ⅱ－３１）

Educational Finance & Responsibility Structure

32Budget of MEXT（Ⅱ－３２）

Aid for repaying NTT interest-free loans 0.4%

Capital expenditure for local public school facilities 2.1%

Aid to private universities5.4%

Aid to private upper secondary schools1.7%

Science and technology promotion expenditure13.4%

Energy meassures1.7%

Lifelong learning, culture, sports

8.4%

Expenditure for student aid programs 1.8%

Expenditure for compulsory school textbooks

0.7%

Expenditure for national education institutions (universities,etc.) and subsidies for improving facilities

22.9%

National Treasury’s share of compulsory education expenditure

41.5%


33（Ⅱ－３３）


Transition of local educational finance in terms of financial sources

National treasury

DonationPercentage of local burden

Prefectural burdenPercentage of national treasuryPercentage of donation

Municipal burdenPercentage of prefectural burden

Municipal burdenPercentage of prefectural burden

Local burdenPercentage of municipal burden

1993 1994 19971996 19991998 20001995 20022001

(Billion)

5,000

4,000

3,000

1,000

8,000

7,000

6,000

0

2,000

9,000

34（Ⅱ－３４）


April 2004

35

■Schools covered in the first article of the School Education Law

・Kindergarten・Elementary school・Lower secondary school・Upper secondary schools・Six-year secondary school・College of technology・University・School for the blind・School for the deaf・School for the handicapped other than the blind and deaf

■Specialized training colleges and miscellaneous schools

■Other schooling facilities covered in other ordinances（Ⅱ－３５）

Schools Covered by the School Education Law

36“Schools covered by the School Education Law” and strengthening flexibility in relations with specialized training colleges（Ⅱ－３６）

Schools Covered by the School Education Law■Completion of courses at university / college of technology / specialized training college (upper secondary course / specialized course) is approvable as units for upper secondary school

(Enforcement regulations of School Education Law, Article 63 – 4)■Regarding entrance to specialized course of specialized training college, graduates of upper secondary schools and those who completed the upper secondary courses of specialized colleges are treated in the same way（Enforcement regulations of School Education Law, Article 77 – 5 ）

■Transfers to universities or junior colleges for graduates of specialized courses of specialized training college

(School Education Law, Article 82-10, Enforcement regulations of School Education Law, Article 70, 72 – 5)■Completion of courses at education institutions except specialized training colleges is regarded as completion of courses of a specialized training college

(Criteria of Establishing A Special Training College, Article 10)others: it is possible to take an entrance examination to graduate schools by converting experiences in business after graduating from a specialized training college based on individual qualifications and the judgment of graduate schools

(Enforcement regulations of School Education Law, Article 70)

37School objectives, aims (School Education Law)

(17th article) The aim of elementary schools is to give an elementary education to develop children in mind and body.

(18th article) About education in elementary school, we should make an effort to achieve the aims of the preceding article.

(35th article) The aim of junior high schools is to give a secondary education on the basis of elementary education supporting the development in mind and body of children.

(36th article) Education in junior high school should make an effort to achieve the aims of the preceding article.

(41st article) The aim of high schools is to give higher education and specialized education on the basis of secondary education supporting children’s development in mind and body.

(42nd article) Education in high school should make an effort toachieve the aims of the preceding article.

Elementary school Lower secondary school

High school

（Ⅱ－３７）


38（Ⅱ－３８）


Higher Education

18 19 20 21 22 23 24 25 26 27

13 14 15 16 17 18 19 20 21

Advanced Doctorate CourseUniversities

5-year Doctoral Program

Preparatory Doctorate Course

Junior Colleges

Master’s Program

Pre-school Education Elementary Education Secondary Education

1

3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

2 3 4 5 6 7 8 9 10 11 12 13 14

Compulsory Education

Elementary DepartmentLower

Secondary Department

Upper Secondary Department

Kindergarten Department

( E d u c a t i o n f o r H a n d i c a p p e d C h i l d r e n )En

tranc

e Ex

amin

atio

nQ

ualif

ying

Cer

tific

ate

Exa

min

atio

n

Elementary SchoolsLower

Secondary Schools

Upper Secondary

Schools

Kindergartens

Part-time

Correspondence

Colleges of Techno

Special Training

Miscellaneous

Technology

Colleges

Schools

Six-year Secondary Schools

39

■Founder of school●Nation●Local government●Juristic person determined by law

■The year when criteria were set establishing differing school types●Criteria for establishing a Kindergarten ＝1956●Criteria for establishing a upper secondary schools＝1947●Criteria for establishment of university＝1956●Criteria for establishing a College of Technology ＝1961●Criteria for establishing a graduate school＝1974●Criteria for establishing a junior college＝1975●Criteria for establishing a special training college＝1976●Criteria for establishing a new elementary/lower secondary

school=2002（Ⅱ－３９）

Establishment & Management of Schools

40


（Ⅱ－４０）

Criteria for establishing new elementary schools

The number of student Area (square meters)More than 1, less than 40 500

More than 41, less than 480500+5×（Number of Students -

40）

More than 4812700+3×（Number of Student -

480）

Area of school building

The number of student Area (square meters)More than 1, less than 240 2400

More than 241, less than 720 2400+10×（Number of Student -240）

More than 721 7200

Area of ground

◇Self-inspection/evaluation and tender of information

◇Organization of class

◇Teachers and teaching

◇General standards for faculty and equipment and related matters

◇Area of school plant and ground and related matters

◇Facilities which should be equipped

◇School materials and teaching materials

◇Usage of other school facilities and equipment

41The flexible system of class organization（Ⅱ－４１）


A class which is organaized with the samegraders 40

A class which is organized with different twograders

16（if it includes the first graders → 8）

A special class which is provided by Article 75of the School Education Law 8

A class which is organized with the samegraders 40

A class which is organized with different twograders 8

A special class which is provided by Article 75of the School Education Law 8

Elementary School

Lower SecondarySchools

（including six-yearsecondary schools

lower division）

Types of School Classification of the Class OrganizationsThe Number of Students per

Class

42（Ⅱ－４２）


① ②

May 2005 April 2005

43

① Educational finance / laws on facilities / criteria

●Criteria for school establishment ●Law concerning the National Treasury

② Other directives, guidelines, council reports

●Guidelines on School Facilities (1967)●Guidelines on Design of School Facilities

(1974)

（Ⅱ－４３）

Criteria for School Facilities & Class Size

44

■Appropriate Statute re Standards for School Environments●Social Conditions・Not in industrial areas, hotel areas

（Building Standards Law 48）・No environmental pollution such as air pollution,

ambient noise, damage from vibration

●Natural Conditions・Height of the school location・Commuting distance to school

（Enforcement of National Treasury's Share of Expenses for CompulsoryEducation Schools3, less than 4 kilometers are appropriate for elementaryschool)

（Ⅱ－４４）


45


Standard class size and school size

1999 × 7 92 125 55 10 297 7.8

2000 1 5 96 125 56 10 296 7.7

2001 × × 96 125 54 11 295 7.7

1999 × × 49 26 36 4 115 8.2

2000 × × 22 29 38 4 114 8.1

2001 × × 48 29 30 6 114 8

Primaryschool

Lowersecondary

school

The number ofclass per school

1 2 3～5 6～9 10 11～ Total Mean

（Ⅱ－４５）

46（Ⅱ－４６）


Drawing and handcraft room

Gymnasium

Cooking room

Music Room

Home economics room

School broadcasting room

Computer room

Science room

Nurse’s office

47

■Duty of guardians to make children enroll●Designation of schools to enroll●Compulsory school attendance postponement●Encouragement and assistance to attendance

■Actions Concerning non-attendance●Arrangement of school counselors●Arrangement of counselor of moral education●Class for school refusal children●Private free schools

（Ⅱ－４７）

Enrollment & Non-Attendance

48

Number of no-attendance

Percentage amongall students (% )





1996 19,498 0.24 74,853 1.65 94,351 0.75

1997 20,765 0.26 84,701 1.89 105,466 0.85

1998 26,017 0.34 101,675 2.32 127,692 1.06

1999 26,047 0.35 104,180 2.45 130,227 1.11

2000 26,373 0.36 107,913 2.63 134,286 1.17

2001 26,503 0.36 112,193 2.81 138,696 1.23

Clas

sifica

tion Elementary School Lower Secondary School Total

（Ⅱ－４８）


Proportion of non-attendees

49The number of classes for non-attending children（Ⅱ－４９）


number percentage number percentage number percentage

1998 34 72 43.9% 92 56.1% 164 100%

1999 28 76 50.7% 74 49.3% 150 100%

1998 770 516 22.1% 1,817 77.9% 2,333 100%

1999 855 568 21.5% 2,079 78.5% 2,647 100%

1998 804 588 23.5% 1,909 76.5% 2,497 100%

1999 883 644 23.0% 2,153 77.0% 2,797 100%

Established byprefecture

Established bycommune

Total

CategoryThe number of

organization

The number of instructor

Full-time Part-time Total

50Classes for absentee school children

①

②

③

（Ⅱ－５０）

books

computer①

②

③gymnastic

mat

organ


February 2004

51

■Self-Evaluation

“In order to improve standards of education and to achieve its goals, elementary schools should make efforts to undertake self-inspection and self-evaluation about educational activities and other aspects of school management and to publish the results”(Criteria of establishing a new elementary school, Article 2)

（Ⅱ－５１）

Self-Evaluation / Third Party School Evaluations

52Self-evaluation cycle

Plan

Do

Check

Action

（Ⅱ－５２）


53Example of self-evaluation（Ⅱ－５３）


Determination of education policy and the point of educational guidance for this academic year

Explanation of the last year’s evaluation and this year’s education policy

Analysis of the results of outside assessment

Educational activities on a basis of education policy and outside assessment

Self evaluation on a basis of outside assessment

Announcement of the results of self evaluation

Information provision through website

School councilor

Outside school assessment

School councilor meeting

Information provision through website

Parents, School councilor, Community

April

Lower secondary school

May

February

PTA general meeting

School councilor meeting

54Third party school assessment committeeNov, 2003

（Ⅱ－５４）


55

■Providing information to parents“Elementary schools should actively provide parents information about educational activities, and other aspects of school management, etc.”

(Criteria of Establishing a New Elementary School, Article 3)

■Ordinance on disclosure of educational information●Right of Information Explanation on self-information, Right of request for correction on self-information

(Kanagawa Prefecture Regulation on Private Information Protection)

（Ⅱ－５５）

Disclosure of Educational Information

56

■Opinions from both sides of a legal case (comparative list)

Takatsuki City Ordinance of Private Information Protection Article 13 Paragraph 2 implementing agency may avoid giving out private information for the cases below

(1)When a statute or a regulation exists to protect private information

(2)When the information is about personnel evaluation, diagnosis, estimation etc. and it is justified not to release the information

(3)When releasing information obstructs fair and appropriate administration

(4)When the implementing agency accepts that listening to the council is in the interests of the common good

（Ⅱ－５６）


57

Student○％

Before theentranceexamination○％

Freedom of officialdocuments

All freedom All freedomNot freedom(Not

disclosure)Accusation

Father○％

After the entranceexamination○％

Ordinance○％

Partial freedomAdequateprocedure

Freedom(Disclosure)

Plea ofrelief

Mother○％

Ordinance onprotection ofindividualinformation○％

Not freedom atall

Dismissal

RequesterTime torequest

StructureJudgement ofimplementingorganization

Report fromthe council

Finaljudgement ofimplementingorganization

Thereafter

Examples of disclosure of information（Ⅱ－５７）


58

■The placement of school councilors

１ School councilors may be placed in elementary schools by the founder’s regulation.

２ School councilors are allowed to observe ideas on school administration in response to requests from Principals.

３ The school councilors are selected from people who are not faculty staff of the school in question, and have understanding and insight about education. They are entrusted by the school’s founder through recommendation of the Principal.

（Ⅱ－５８）

School Councilor System

59Setting up situation of school councilors and similar systems at public schools（Ⅱ－５９）


Number ofSchools Ratio Number of

Schools Ratio Number ofSchools Ratio Number of

Schools Ratio Number ofSchools Ratio

23,260 9,706 41.7% 6,382 27.4% 1,959 8.4% 1,022 4.4% 11,665 50.2%

Tota

l Num

ber o

f Sch

ools

School Councilor Similar School Councilor System Either System isalready set up

School Counciloralready set up (A)

School Councilorbeing considered

Similar Systemalreadey set up (B)

Similar System beingconsidered （Ａ）+（Ｂ）

(January, 2003)

60Types of careers of school councilors（Ⅱ－６０）


Parents and guardians

Self-government body concerned

Association of social education concerned

Literate

Business concerned

Alumni association concerned

The rest

Facilities and association of social welfare concerned

Total

15.0%(14,272)

5.2%(4,962)

6.9%(5,950)

10.6%(10,125)

14.2%(13,544)

18.2%(17,361)

15.2%(14,485)

15.2%(14,443)

persons

61（Ⅱ－６１）


February 2005

62

■Criteria for textbook authorization for various compulsory education schools (January 1999)

■“Exhortation toward Learning” which is 2002 appeal for improvement of “Academic Ability”

■The Textbook Survey and Authorization Council “Concerning improvement on the textbook system”(July 2002)

■Partial revision of the Criteria for textbook authorizations for various compulsory education schools and the Criteria for textbook authorization of upper secondary schools (August 2002)

（Ⅱ－６２）

Textbooks & Supplementary Materials

63

The examination by the council

Application

The determination of authorization The determination of disqualification

The examination by the council

The submission of modification schedule

The notification of examinational observation

The reservation of determination

（Ⅱ－６３）


教科用図書と教科書の審査

64（Ⅱ－６４）


Obligations re the use of textbooks and the use of supplementary materials

School Education Law Article 21

Clause 1 Elementary schools shall use textbooks authorized by the Minister of Education, Culture, Sports, Science and Technology or whose copyright the Minister of Education, Culture, Sports, Science and Technology owns.

Clause 2 Books other than the above-mentioned textbooks and other teaching materials may be used, if they are good and suitable.

Copyright Law Article 35

Reproduction at school or other compound institutions

Teachers at schools and other educational institutions (excluding those for profit-making) are allowed to copy published materials when it is admitted to be necessary and it is used in their subjects. However, it is not permitted when it violates the interests of the author in terms of type and use of the book, and number and modes of the copied materials

65（Ⅱ－６５）


Textbooks and supplementary materials

66

■School Education Law article11“Based on the decision by the Minister of Education, Culture, Sports,

Science and Technology, principal and teachers are allowed to give disciplinary actions against students and children when there is a educational necessity. However, they may not give corporal punishment.”

■Enforcement regulations of the School Education Law (excerpt)

“When principals or teachers give children disciplinary actions, they must give consideration that is educationally necessary. For example, they must

consider children’s development mentally and physically.”

■Reasons for expulsion (drop-out) from school●A person who is recognized with his/her misbehavior and has no chance

of improvement●A person who is recognized as less able and has no chance of success●A person who doesn’t attend class daily without a valid reason●A person who disturbs school order, or student that fails his/her duty as a

student（Ⅱ－６６）

Disciplinary Actions Against Children & Students

67（Ⅱ－６７）

Disciplinary Actions Against Children & Students

Drop-out × ○ ○

Suspension ofschool × × ○

Admonition ○ ○ ○

Disciplinaryaction without

legal effect○ ○ ○

Public elementary andlower secondaryschool and so on

National and privateelementary and lowersecondary school and

so on

Upper secondaryschool and university

and so on

Limits of application and disciplinary action of drop-out and suspension from school

68（Ⅱ－６８）

Disciplinary Action Against Children & Students

The number of the disciplinary measures relating to the corporal punishment

2002 2001 2002 2001

Traffic accident 619( 5) 597( 3) 2,052(168) 1,931(107)

Labor disputes 31( 0) 20( 0) 43( 0) 32( 0)

Corporal punishment 137(10) 125( 3) 451(200) 424(194)

Indecent assault 148(35) 100(14) 175(165) 122( 93)

Oblique execution of public expensesor oblique receipt of expenses 16(14) 19(20) 38( 46) 39( 37)

Relating to displaying the national flagand singing the national anthem 26( 0) 94( 0) 44( 5) 164( 37)

Others 236(35) 138(29) 742(284) 1,272(454)

Total 1,213(99) 1,093(69) 3,545(868) 3,984(922)

Reasons for the measuresDisciplinary measures Disciplinary measures, admonitions

or dismissal

(Unit: student)Numbers inside parenthesis are not included as it was by supervisory responsibilities

69

１．Change of situations regarding education of handicapped students

２．Basic ways of thinking of specially supported education

３．Individual educational support plans

４．Current situation and ways to deal with Learning Disabled, Attention Deficit Hyperactivity Disorder

５．Permitted Enrollment

（Ⅱ－６９）

Specially Supported Education System

70Current situation of specially supported education 1（Ⅱ－７０）

Specially Supported Education SystemNumber of special schools for the disabled

99 77 77 72 70 71

77 107 107 107 107 106

1

58

201

453501 523

1

59

122

185

192198

3

34

70

95

9795

1955 1965 1975 1985 1995 2002

Schools for the health impaired

Schools for the physically disabled

Schools for the mentally retarded

Schools for the deaf

Schools for the blind

Students number of special schools for thedisabled

18,694

9,933 9,015 6,780 4,611 3,926

9,090

19,684

13,897

9,404

7,257 6,719

60

4,923 19,081

52,061

52,102

61,243

61

7,931

16,927

19,937

18,131

18,362

237

1,845

4,628

7,219

4,733

3,921

1955 1965 1975 1985 1995 2002

Schools for the health impaired

Schools for the physically disabled

Schools for the mentally retarded

Schools for the deaf

Schools for the blind

(2002)(2002)

71Current situation of specially supported education 2（Ⅱ－７１）


Students of special class

3,983

30,221

48,165

34,363

22,18925,86420,497

51,450

84,204

69,629

43,850

55,963

1955 1965 1975 1985 1995 2002

Elementary schools

Lower secondary schools

Students number of resourcerooms

11,963

19,424

25,214

30,838

708296 582 929

1993 1996 1999 2002

Elementary schools

Lower secondary schools

24,480

132,369

103,992

66,039

81,827

12,259

20,006

25,922

31,767

81,671

(2002)(2002)

72Individual education support plan

Address the actual condition of student with disabilities

Setting up guidance objectives on the basis of actual conditions

Making clear the concrete contents of educational guidance

Evaluation

（Ⅱ－７２）


73（Ⅱ－７３）


2002

74（Ⅱ－７４）

Students of the Permitted Enrollment System１．Intention of the system

Based on changes in circumstances around special education such as the spread of normalization of society and progress on decentralization of education, the system intends to reconsider enrollment guidance that allows appropriate education in response to special educational needs of individual handicapped students.

２．Who is a student of permitted enrollment?Students who, are usually judged that they need to enroll in schools for blind, schools for

deaf, or schools for handicapped other than the blind and deaf due to their degrees of handicaps, may be admitted to have appropriate education at elementary school sor lower secondary schools.

３．Important aspects regarding authorization of students for permitted enrollment- Environment for enrollment (school facilities corresponding to handicaps, disposition of

teachers with professional skills on guidance)- There should be consideration towards safety and appropriate guidance according to

types and degrees of handicaps. (such as double handicaps or a case when daily medical care is needed.)- Hearing from professionals and parents about contents and methods of appropriate

education according to types and degrees of handicaps４．Preparation of teachers to deal with handicaps and environment for

enrollment- Preparing counseling system - Preparing enrollment guidance system

75Flow patterns for entrance to special classes（Ⅱ－７５）

Students of the Permitted Enrollment System

Students & Parents

Board of Education

Internal Committee on Enrollment Guidance at

Elementary School

City Committee for a Guidance on Enrollment

Elementary School to enter (School with Special Class)

①medical check up noticeon entrancing school

③request of investigation②medical check-up on entrancing school ④special medical check

recommendation report

⑤request of examination⑥notice of result of examination

⑦notice of special medical check-up⑧special medical check-up

⑨change notice for new entrance students

⑨notification on entrance

76


■Conditions of the student・Independence of the student, and communication ability of the

student in daily school life・Any other disabilities, the type of disability, and behavior problems

(for example, human relations) ・Medical and physical considerations, learning conditions for each

subject, consideration when participating school events, accepting system of founder

■Conditions of elementary and lower secondary schools・Distribution of teachers with high degree of specialty, support

system in school, facilities, evacuation in a time of disaster,emergency contacting system

■Other conditions・Support and cooperation from outside school, intention of the

parents about educational contents and methods

（Ⅱ－７６） Examples of survey points to assess qualified students for enrollment

77（Ⅱ－７７）


This class is not concerned with the permitted enrollment system.

78

１．The Law for the Promotion of Education in Isolated Areas

２．Grading of isolated areas

３．Special allowances for teachers working in isolated areas

４．Project for development of IT application method for schools in isolated areas

（Ⅱ－７８）

Education of Children in Isolated Areas

79The manner of classes’ assessment by the rules for the operation of the law for the promotion of education in isolated areas

＋＝

45～79 points → 1st degree80～119 points → 2st degree

120～159 points → 3st degree160～199 points → 4st degree

More than 200 points → 5st degree

Criteria points Additional points

2～4km → 4 points

4～6km → ８ points



・・・


Farer than 40km → 80 points

Examples of assessable points

〈The distance to a station or a bus stop〉

(The area where is no transportation)

Assessable elementsThe distance to a station or a bus stop

The distance to a hospitalThe distance to a clinic

The distance to an upper secondary schoolThe distance to a post office

The distance to municipal board of educationThe distance to the center of the townThe distance to the seat of prefectural

government or the associate of it

（Ⅱ－７９）


80Change in number of students at schools in isolated areas (Hokkaido)（Ⅱ－８０）


0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

5th class area

4th class area

3rd class area

2nd class area

5th class area

Semi-isolated area

Special area

1962 1997(1990)

81（Ⅱ－８１）


①

②

③

④

82（Ⅱ－８２）

Evening Lower Secondary Schools

１．What is an evening lower secondary school?●A secondary school with evening classes in order to secure opportunities for education

for people who could not have compulsory education for various reasons

２．Progress and the present condition●This concept started in Osaka in 1947 to provide opportunities of learning for children who could

not go to school because they had to work for a living after Second World War. ●Securing educational opportunity for Koreans in Japan, Vietnamese refugees, War

returnees from China, foreign workers and their children. Also coping with an increase in number of school refusal students●At the time of April, 2002, there are 35 evening lower secondary school in 8 prefectures of Japan;

1 in Chiba, 8 in Tokyo, 6 in Kanagawa, 1 in Kyoto, 11 in Osaka, 3 in Nara, 3 in Hyogo and 2 in Hiroshima

３．Requirements for entrance●Example: Tokyo

*Those living or working within Tokyo prefecture, who did not graduate a lower secondary school* age of more or equal to 15* nationality does not matter

83

1951 47 2,195

1954 87 4,350

1955 84 5,280

1957 60 2,284

1968 21 416

1991 35 2,814

2001 35 3,125

Number ofSchool

Number ofStudents

1947 “Yuuma-gakkyu (evening class)” was held at a municipal school in Osaka prefecture but is closed after three years.

1948 “Kajikko-gakkyu (class for steersmen’s children)” was held by fishermen’s cooperative association in Yokohama city. It waspermitted as evening class in municipal school after two years.

1949 Evening class was held in Kobe city. It was permitted as class for the school refusal.

1967 Lower Secondary Equivalency Examination was started.1971 Subsidy from Ministry of Education was started. In Tokyo,

Japanese Language Class for Repatriates from China was held.1981 The number of the young students who experienced school

refusal. The Japanese Government ratified Convention Relating to the Status of Refugees.

1994 The number of Japanese-Latin American student was suddenly increased.

（Ⅱ－８３）


Change in the number of students of evening lower secondary schools

History

84（Ⅱ－８４）


May 2005

① ② ③ ④

⑤ ⑥

⑦ ⑧

⑨

⑩

85（Ⅱ－８５）

Lower Secondary Equivalency Examination

1. Purposes● Examination which authorizes enrollment in courses of upper secondary education for those who did not graduate from lower secondary schools● System which proves the same or more academic ability compared to lower secondary school graduates, for those who were exempted from obligation of enrollment in school due to reasons such as diseases

2 Qualifications for examination● Those who did not graduate from lower secondary schools in Japan with no

obligation of enrollment, and are more than or equal to 15 years old. (graduates or students of international schools and foreign schools)● Those who were not exempted from obligation of enrollment, but now have no

obligation due to their age. (those who are over the age of 15 – age with no more obligation of enrollment- and did not complete compulsory education without exemption due to various reasons such as school refusal

3 Subjects● Japanese, social studies, mathematics, science, English

86Relaxing requirements for the lower secondary equivalency examination

根拠法規学校教育法施行規則就学義務猶予免除者の中学校卒業程度認定規則

対象（ア）就学義務がなく我が国の中学校等を卒業していない者で満１５歳以上になるもの（イ）就学義務がある者で就学義務猶予免除を受けていない場合でも学齢を超過し就学義務を負わなくなったもの

・インターナショナルスクールや外国人学校の卒業者、在学者・不登校等の様々な理由により就学義務猶予免除（相当する事由があると文部大臣が認めたものを含む。）を受けずに義務教育を修了していない者で就学義務年齢を超過

した者

Regulation of School Education Law

Regulations on Approval of Lower Secondary School Equivalency for Person Excepted from Compulsory Education

Target

(1) Persons of over 15 years old who have no duty of compulsory education and do not graduate from lower secondary education in Japan

(2) Persons of over 15 years old who have duty of compulsory education

・Persons who graduate from international schools and foreigners’ schools, and while in these schools

・Persons of over 15 years old who do not graduate compulsory education for various reasons suh as school refusal without permission of exception of duty of compulsory education

（Ⅱ－８６）


87November 2004

（Ⅱ－８７）

① ②


Location of the Lower Secondary Equivalency Examination

88

Composition(1)Part 1Ⅰ Outline of Japanese

School System41 slides

1 The School system in Japan2 Pre-school Educational

Institution System3 Elementary Schools System4 Lower Secondary Schools

System5 Six-year secondary schools

System6 Upper secondary schools

System7 Colleges of Technology System8 System of University (Colleges,

Graduate schools)9 System of Schools for the

Handicapped10 System of Specialized Training

Colleges and Miscellaneous Schools

11 Modernization of Japan & Public Education System

Ⅱ Japanese Educational Administration & Finance

87 slides

1 System of Law2 Fundamental Law of Education3 Movement of the Reforms of Education

Administration (1) 4 Movement of the Reforms of Education

Administration (2)5 The Board of Education6 Ministry of Education, Culture, Sports,

Science and Technology (MEXT)7 Guidance Administration by MEXT8 Educational Finance and the Burden

Structure9 Schools Provided by the School Education

Law10 Establishment and Management of School11 Criteria of School Facilities and Criteria of

Class Size12 Enrollment and No-Attendance13 Self-Evaluation / Third Party Evaluation of

School14 Disclosure of Educational Information15 School Councilor System16 Textbooks and Supplementary Materials 17 Disciplinary action against children and

students18 Specially Supported Education System19 Student of Permitted Enrollment System20 Education of Children in Isolated Areas21 Evening Lower Secnondary School22 Lower Secondary Equibalency Examination

Ⅲ Japanese Social Education43 slides

1 Social Education Facilities 1 (Citizen’s Public Hall )

2 Social Education Facilities 2 (Library)

3 Social Education Facilities 3 (Museum)

4 Supervisor for Social Education5 House for Youth & Children’s

Natural House6 Social Educational Organization7 Social Correspondence Education8 Social Physical Education & Life-

long Sport9 Cultural Center （Private Profit

Social Education Business）

Composition(1)

89

Composition(2)Part 2

Ⅳ Organization & Implementation of Curriculum74 slides

(1) Outline1 Total Structure of Curriculum2 Process of Curriculum Development

(2) Organaization of Curriculum3 Educational Objectives & Curriculum4 Curriculum & Course of Study

(3) Implementation of Curriculum5 Organization of Units & Material Study6 Lesson Plan7 Evaluation of Study8 Evaluation of Class, Evaluation of

Curriculum 9 Formation of Guidance

(4) Examples of Curriculum Activities10 Subjects in Elementary School11 Moral Education12 Special Activities 1 (Class Activities)13 Special Activities 2 (Students Council)14 Special Activities 3 (Club Activities)15 The Period of Integrated Study16 Club Activities

Ⅴ Classroom Management43 slides

1 Classroom Management Plan2 Class Objectives3 Class Activities, Group Activities, Day

Duty4 Class Newsletters5 Group Activities of the Various Aged6 Non-attendance at school7 Measures of non-attendance at

school8 Visits to Children’s Homes9 School counselor

10 Guidance Meeting11 Class fee

Ⅵ School Management34 slides

1 School Management2 School Management

Plan3 Educational Goals of

School4 Curriculum Management5 Teachers’ Meeting6 Principal’s Duty &

Competence7 Principal8 School Management

Duties9 Head-teacher System

10 School Assessment11 Evaluation of Teachers12 Risk Management of

School13 System of School

Choice

Composition(2)

90

Composition(3)

Ⅷ Teacher’s Qualifications・Training

40 slides

１ Teacher’s Qualifications２ Pre-service Training of Teachers ３ Equivalency Examination of Teacher's

Qualification４ Appointment of Teacher５ In-service Training６ In-service training within own school ７ School-leader’s Training８ Teachers’ Salaries９ Punishment for Teachers

Part 2

Ⅶ Cooperation between School and Local Community

75 slides

1 PTA: Parents－Teacher Association 2 Visits to children’s homes3 Visit on class 4 Parents and Teacher Meeting5 The Report Card6 Note for Communication Between

Teachers and Guardians7 School newsletter, Grade newsletter,

Class newsletter8 The School’s Home Page9 Utilizing Human Resources of

Community10 The Working Experience11 Community learning12 School Councilor13 The Opening Schools for the Public14 Complex Facilities15 Kodomo-kai (Children's Gathering)16 Local education liaison council17 110 Home for Children18 Education Costs Paid by Guardians

Composition(3)

91

Composition(4)Part 3

Ⅸ Japanese School life & Culture

・ School Events15 slides

1 (Items List)2 Entrance Ceremony3 Opening Ceremony4 Morning Assembly5 School Excursion6 Sports Day 17 Sports Day 28 Marathon Race9 Overnight Trip with

Outdoor Study10 School Trip 11 Medical Check-up12 Disaster Drill13 Music Festival14 Closing Ceremony 15 Graduation Ceremony

・ The Typical Day of a Teacher

13 slides

16 (Items list)17 Morning meeting18 Preparation for Class19 Teaching Classes20 Skills to Teach21 Recesses22 School Lunch 123 School Lunch 224 Cleaning Time25 Meeting before going

back home26 Teachers’ Room27 Teacher’s Desk in

Class28 Instructions to

Students

・ The Typical Day of a Student

15 slides

29 (Items List)30 Going to School in a

group31 Morning Meeting32 Class-based activities33 Before Class34 Class Hour35 Recesses 136 Recesses 237 Recesses 338 Playing39 Before & After Lunch40 Teachers’ Room41 Meeting before going

home42 Getting out of School43 After School

・ Japanese School Life29 slides

44 (Items List)45 Greeting46 Collective Discipline47 Name, Name Card48 Preparing & Clearing

up49 School Lunch Bag50 Recording51 Indoor Shoes52 Lunch Time 53 Cooperative Work

for School Lunch54 School Lunch Menu55 Cooperative Work

for Cleaning56 Places for Cleaning 57 Keeping Animals,

Growing Plants

58 Notice 159 Notice 260 Notice 361 Nurse’s Office62 Co-education63 Health Education64 Students’

Preferences65 Uniform66 School Emblem,

School Song67 Testimonial68 National Flag, Clock69 Memorial for

Graduation70 Assistant English

Teacher71 Notice 472 Teachers’ Study

Composition(4)

92

About the use of Japanese teaching materials

Japanese and English－－－PDF fileTraining module

Language

－

Manual

Slide collection CD

University foreign student center

－

Manual

Slide collection CD

Japan FoundationOrganization related to JICAHP of CRICED

Japanese and English



－PDF fileIndex

ManualPDF fileManual of teaching materials

Slide collection CDPDF fileTeaching materials

Request about teaching-materials useCRICED has the copyright of these teaching materials, and it is prohibited to edit or reproduce these materials without notice of approval, including publishing photographs, figures, tables, and description.s And, when

using these teaching materials except in the context of training under the auspices of international educational cooperation for a developing country, contacting and obtaining consent from CRICED beforehand about the

purpose of use and the usage is required.

About the use of teaching materials○ The background of teaching-materials development

In order to promote and sustain elementary secondary education within a developing country, preparation of educational management, educational system, social education teacher training, and other aspects. become requisites. Japan has accumulated much educational experience which can provide useful information for a developing country in contrast to the dominant flow of information that derives from educational cooperation among advanced nations. The interest regarding the Japanese educational model, which differs from European and American models, is very high in developing countries. However, Japan has not adequately responded to such needs until recently. It is useful to maintain and reconstruct the information about Japan's educational experience, and to prepare materials that can be shared with developing countries.

○ The purpose and budget of teaching-materials development workAfter fully understanding the features of the educational situation of a partner country, and the needs which the educational staff of a

developing country have, educational cooperation enterprises need to to be considered, including how to transmit information on Japan‘s educational experience. The form of educational cooperation activities varies, including provision of training in Japan, dispatch of training to the spot, and training through local educational personnel. The method of this particular activity is to edit effective teaching materials for use in all types of educational cooperation, and to construct information databases about teaching-materials development and teaching methods. The Ministry of Education, Culture, Sports, Science and Technology recognizes its utility and supplies the budget as 「Project to Organize Information on Educational Experiences from Japan ~Focusing on Educational Management and Teachers’ Training」 (the cooperation building project system for international cooperation in educational development promoted by MEXT).

○ The kind, form, whereabouts and the language of teaching materials

93

The method for preparing a training moduleThis set of teaching materials consists of 509 slides covering 113 topics within

nine domains, comprising outlines, charts, photographs and text. Provisionally, if one slide is explained in 1 minute, the full explanation and coverage of the entire set of teaching materials takes 509 minutes, or 8 hours or more.

In fact, the time required to cover a slide and to perform a presentation should be based on the the purpose and target of training. The set or slides that specify the purpose, object, etc. of the training is called a training module.

In CRICED, because various training modules are exhibited on HP, please refer to this set of slides and create an individualized training module from the PDF file on the CD and HP slide collections.

● How to create a training module from the CD slide collection

i. The file of the CD slide collection is moved to one’s own personal computer.

ii. The new screen of the software for presentations is opened.

iii. Insertion → file to a slide → the original form is saved. Slide which saves →

slide is chosen. （If it does not, choose "the original form is saved", because color

scheme of the background, the character and line may change, so please be careful ）

● Acrobat is required to create a training module from the PDF file of HP.

The method for preparing a training module

94

Members of the editorial board(Members of the editorial board)

Supervisor：Mariko Sato

-Textbook-

EditorRyoichi Kamada &

Nobuhiko YanagibayashiPage layout

Yukiko Yamao

-Slides-

EditorRyoichi Kamada &

Nobuhiko Yanagibayashi

Slide layout: Ryoichi KamadaChart design: Nobuhiko Yanagibayashi

Documents research : Nobuhiko YanagibayashiPhotographs & Interview : Ryoichi Kamada / Atsuyoshi Hirata

Japanese Educational system and Practice

(A Core Center of the Cooperation Bases System Building Project for

International Cooperation in Educational Development Promoted by MEXT)

「Project to Organize Information on Educational Experiences from Japan

－ Focusing on Educational Management and Teachers’ Training －」

February 2006

Center for Research on International Cooperationin Educational Development

(CRICED)University of Tsukuba, JAPAN

〒305-8572 1-1-1, Tennodai, Tsukuba-shi, Ibaraki-kenTel: 029-853-7287 Fax: 029-853-7288

HP: http://www.criced.tsukuba.ac.jp/keiei/ E-archive: http://e-archives.criced.tsukuba.ac.jp/

Please send your comments and concerns heree-mail: [email protected]

Japanese Educational system and Practice